Daily 5 Introduction Lesson Planner Allow 30 Min for D5 Launch/15 Min. Each CAFÉ Session

Daily 5 Introduction Lesson Planner Allow 30 min for D5 launch/15 min. each CAFÉ session

D5 Sessio Day 1 Day 2 Day 3 Day 4 Day 5 ns Model “Three Ways to (Repeat from Day 1) Discuss “Where to Continue to Continue Stamina Read a Book” and Model and practice sit in room” and review building Rea record on anchor chart “Three Ways to Read a record on an anchor I- chart Read the Pictures Book” chart Teach how to d to Read the Words Review I chart Continue with choose “Good Self Retell a Familiar Story Model and practice above adding 1-2 Fit Books” Brainstorm I chart student behaviors of minutes each day record on Model and practice “Read to Self” extending stamina anchor chart student behaviors of Continue working on Continue “Read to Self” Stamina – 4 minutes Stamina Begin working on building Stamina – 3 minutes Once a focus lesson is taught, students continue to practice Read to Self, building stamina daily. Continue building stamina until primary students can maintain behaviors of independence for 30 minutes. CAF Whole Group Strategy Whole Group Strategy Whole Group Strategy É Lesson 1 Lesson 2 Lesson 3 Day Read a Picture Book Read a picture book. Read a Picture book. Model and teach the Review and model Check for Review and model Check for 1 comprehension strategy Check for understanding, point to this card on Understanding, point to the card Understanding. CAFÉ Menu board, and continue on the CAFÉ Menu, cont. reading. reading. Introduce and explain the purpose Review and model cross checking, Model and Teach and meaning of the heading Cross Checking point to card on CAFÉ Menu board, Comprehension on the CAFÉ Menu Explain the purpose and meaning of cont. reading. the heading . board. Accuracy Model and teach Tune Into In front of the students, write the In front of the students, write the . strategy Cross Checking on a blank Interesting Words strategy Check for Understanding Explain the purpose of the heading on a blank CAFÉ Muni card and post CAFÉ Menu card and post it on the CAFÉ Menu under Accuracy. Expand Vocabulary. it on the CAFÉ Menu under In front of the students, write the . Comprehension strategy Tune into Interesting Words on a blank CAFÉ Menu card and post it on the CAF Menu Board under Expand Vocabulary. Day 1 Day 2 Day 3 Day 4 Day 5 Brainstorm I chart Brainstorm and practice What to write Make a list of Choice Model what to do where to sit about . . . forms (letters, Read to Self Writi when writing words Brainstorm and practice o a list of “topics” lists, narrative) Read to Someone they can’t spell (vacation, dog, Post lists for Work on Writing ng what materials to use during (Underline and go on) writing sister etc.) students o Notebook reference o Pencil or pen o Drawing or sketching Continue to teach the forms and traits of writing mini lessons. Once a focus lesson is taught students work on writing, practicing stamina. Every day adding a few minutes until they are up to 30 minutes.

Whole Group Strategy Whole Group Strategy Whole Group Strategy Lesson 1 Lesson 2 Lesson 3 Read a picture book. Read a picture book. Read a Picture book. Choose one or two spots in the book Review and model Check for Continue to stop at one or two spots to review the strategy of Check for Understanding, point to the card in the book to review each of the CAF Understanding and point to the on the CAFÉ Menu board, and strategies: Check for card on the CAFÉ Menu board. continue reading. Understanding, Cross Checking, É Model and teach the Review and model Cross Tune into Interesting Words, and Day Comprehension strategy of Back Checking, and refer to this card on Back Up and Reread. Up and Reread, a fix-up strategy the CAFE Menu board. 2 when Check for Understanding Review and model Tune Into doesn’t work. Interesting Words, pointing to the In front of the students, write the card on the CAFE Menu board. strategy Back up and Reread on a blank CAFÉ Menu card and post it on the CAFE Menu under Comprehension. Day 1 Day 2 Day 3 Day 4 Day 5 Brainstorm I chart Model and practice how Brainstorm and Brainstorm Model and practice Model and practice partners read practice “How to and practice ”How to Choose a Read EEKK (Elbow, elbow, o Both read same book – Choose Books” where to sit in Partner” with knee, knee) “I Read, You Read” o Talk about it and room o Raise your hand Some Model and practice Partner not reading make a deal as a silent signal one “Check for checks for o Rock, paper, that you need a understanding. Switch scissors partner Understanding” jobs after each page o Give eye contact o “I just heard you read or paragraph with another . . . . (who, what) o Each choose own book person who has and read a page and their hand raised partner checks for o Walk to person understanding and say, “Do you (2 books are being read want to be my at once. This is a favorite partner?” of students) o Partner says “Sure” Model and practice Coaching or Time o If a partner comes to a word they don’t know the other partner: Read Counts silently to 3 with Asks, “Do you want coaching or time? Some If coaching they use clues to help partner one If time – sit patiently and wait

Day 6 Once a “focus lesson” is taught, students “Read to Someone”, practice “stamina”. Each day add a few more minutes until they are up to 30 minutes.

CAF Whole Group Strategy Whole Group Strategy Whole Group Strategy É Lesson 1 Lesson 2 Lesson 3 Introduce and teach “Good Fit Continue reviewing all strategies Continue reviewing all strategies Day Books” introduced at this point. introduced at this point. s Explain the Purpose and meaning of the CAFÉ heading Fluency. One on One Assessing. 1. One on One Assessing. In front of the students, write the 2. Discuss w/student what strategy Good Fit Books on a As students build stamina with D5, he/she knows about 3-6 blank CAFÉ Menu card and post it and begin individual assessments themselves as a reader as on the CAFE Menu under Fluency. after they have about 7-15 min. of well as what you know and During the next 3-6 days, continue stamina. Begin to build flexible have learned about him or her to stop a few times while reading groups using data. as a reader using CAFÉ Menu aloud to review each of the as a reference. 3. Set goal and identify reading strategies: Check for strategy w/student. Understanding, Cross Checking, 4. Student declares goal on Tune Into Interesting Words, CAFÉ Menu. Back Up and Reread, Good Fit 5. Fill out Strategy Groups form. Books. Then review these 6. Fill out individual Reading strategies as needed. (p. 132) Conference Sheet 7. Instruction (p.. 132) Day 1 Day 2 Day 3 Introduce optional Model and practice Other focus lessons for Word Work: materials and their material set-up, material Wor locations to students placement and clean-up Word sorts Brainstorm I chart(s) of materials Phonics Games d of how to set up Brainstorm I chart – Word Study Games Wor materials and how to “how to use materials” k work with them Model and practice Each Day add a few more minutes until students are working independently (see student behaviors of how independently with Word Work Materials for up to 30 minutes. sample I to use materials charts for materials set- Continue working on up and use) Stamina of working with Model housing location materials, adding1-2 of the materials, minutes each day material placement in the room and set-up of materials Brainstorm chart of how to clean-up (see sample I chart of How to Clean-up, below) Model clean-up of the materials, material placement in the room and set-up of materials

Whole Group Strategy Whole Group Strategy Whole Group Strategy Lesson 1 Lesson 2 Lesson 3 Model and teach the Model and teach Voracious Model and teach Voracious Comprehension strategy of Reading as it relates to Fluency. Reading as it relates to Monitor and Fix Up. Vocabulary. CAF Students write Voracious Reading É From now on, Students write on the strategyon the card (copy from Explain the purpose and meaning of the strategy cards (copy from adult model) then student posts the the CAFÉ heading of Expand Day adult model) then student posts the strategy. Vocabulary. strategy. s 7- Review this strategy for the next Students write Voracious Reading 11 Review this strategy for the next few days. the strategy on the card (copy from few days. adult model) then student posts the One on One Assessing. strategy. One on One Assessing. Goal – 1-2 students each day. By Review this strategy for the next end of month, all students few days. assessed, all D5 are up and going. One on One Assessing. Brainstorm I-chart of Review I-chart Review I-chart Review I-chart above behaviors Model and practice Model and practice Discuss the amount of recorder Listeni Model and practice putting materials away listening to a short and the number of students ng material set of tape/CD neatly story, finishing it and Decide on a way that allows all to recorder, book, and starting a new story participate (at the beginning, using recorder Model and practice eventually many children Model and practice if work time is up will lose interest and you can nudge listening and following before the story is the children who will truly benefit) along with words finished See “check in” in chapter and/or pictures ______… for ideas on who listens first, second etc. Whole Group Strategy Whole Group Strategy Whole Group Strategy Lesson 1 Lesson 2 Lesson 3 Model and teach the Review, continue to teach, and Review, continue to teach, and Comprehension strategy of Use reinforce the strategy Good Fit reinforce the strategies posted on Prior Knowledge to Connect with Books. Point to this card on the the CAFÉ Menu board. Text. Café Menu board. CAF Point to this card on the CAFÉ Menu board as you refer to them. É Students write Use Prior One on One Assessing. Goal – 1-2 students each day. By Day Knowledge to Connect with Text end of month, all students One on One Assessing. on the strategy cards (copy from assessed, all D5 are up and going. Goal – 1-2 students each day. By s adult model) then student posts the end of month, all students strategy. assessed, all D5 are up and going. 12- Review this strategy for the next 16 few days.

One on One Assessing. Goal – 1-2 students each day. By end of month, all students assessed, all D5 are up and going.

CAF Whole Group Strategy Whole Group Strategy Whole Group Strategy Lesson 1 Lesson 2 Lesson 3 Model and teach the Review, continue to teach, and Review, continue to teach, and Comprehension strategy of Make reinforce the strategy Good Fit reinforce the strategies posted on a Picture. Books. Point to this card on the the CAFÉ Menu board. Café Menu board. É Point to this card on the CAFÉ Menu Students write Make a Picture on board as you refer to them. Day the strategy card (copy from adult One on One Assessing. model) then student posts the Goal – 1-2 students each day. By s strategy. end of month, all students One on One Assessing. Goal – 1-2 students each day. By 17- assessed, all D5 are up and going. Review this strategy for the next end of month, all students 21 few days. assessed, all D5 are up and going.

One on One Assessing. Goal – 1-2 students each day. By end of month, all students assessed, all D5 are up and going. Whole Group Strategy Whole Group Strategy Whole Group Strategy CAF Lesson 1 Lesson 2 Lesson 3 Based on students’ assessments, Use information from assessments. É take the skills and strategies of all Day students and create a map for what Flexible Group needs to be taught whole group and Meet with students in small flexible groups based on like need.. Meet with s individually. one group during each D5 rotation.

22- Flexible Group Individual Conferences Using information gathered from Use information gathered from assessments, meet with 3-4 students 26 assessing each student, also meet during each D5 round. with 3-4 students during each round of D5